Study of Intrinsic, Extrinsic Motivation, Teaching Quality and Student Engagement among College Students of Sindh
An Empirical Analysis
DOI:
https://doi.org/10.58341/srj.v3i2.56Abstract
This empirical endeavour seeks to investigate the impact of intrinsic motivation, extrinsic motivation, and teaching quality on student level of engagement among the students enrolled in various colleges of Sindh, Pakistan, drawing upon the use of Perkrun’s (2006) Control-Value Theory of Achievement Emotions and Motivation. The collected data were analysed using multiple linear regression analysis to test this research's hypotheses. This study's findings indicate that intrinsic and extrinsic motivation have a significant and positive impact on student engagement, which signifies the importance of internal and external rewards in enhancing the acrobatic participation of the student. This study, however, through analysis, found that the teaching quality, contrary to the expectation, does not significantly impact the student's level of engagement. These results prompt a deeper investigation into the potential areas for enhancement in teaching methods and practices within the college setting. Besides enriching the understanding of the perplexing dynamics of determining the students’ level of engagement in college settings, this study also emphasised the need for targeted interventions to enhance the teaching methodologies to improve the students' level of engagement. The explanation of the identified critical factors, this research also contributes to the continuous discourse on learning enhancement, leading to intelligent decision-making and strategic resourcefulness toward improving learning outcomes in Sindh.
Keywords:
CVTAE, Motivation, Student Engagement, Sindh Colleges
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